Description Assignment-Identify the parties and the moral issue(s) at stake. Concentrate on identifying the rights that are at stake. Are they liberty rights? Claim rights? If claim rights, against whom are the claims addressed? see if there are any duties of natural law that you think are relevant. Part I Identify the parties and the moral issue(s) at stake, keeping an eye out for similarities that it shares with the other cases. Concentrate on identifying the rights that are at stake. Are they liberty rights? Claim rights? If claim rights, against whom are the claims addressed? any duties of natural law that you think are relevant. Coursework-A large grocery chain orders its personnel department to screen out all grocery clerk’s applicants who have a prison record, a history of alcohol/drug abuse or mental illness or a problem with obesity. Part II The notion of liberty rights evolved out of medieval scholars’ reinterpretation of Roman law on the various forms of relation one can bear to property. The notion of a right that was developed was one that asserted an area of control over one’s life and was likened to the strongest form of property ownership recognized in Roman law. Do you believe you are related to yourself as to property? What are the implications of this view? Do you think that you can use natural law to argue against the legitimacy of slavery? Why or why not?’ Provide your answer to that question here. sources:Burnor, Richard, and Yvonne Raley. Ethical Choices: An Introduction to Moral Philosophy with Cases., 2nd ed. New York: Oxford University Press, 2018. . Ruggiero, Vincent Ryan. Thinking Critically About Ethical Issues. 10th ed. New York: McGrawHill, 2020. Print
POSTED ONAPRIL 11, 2022
Discuss the relevance of health policy in relation to the case study.
You are asked to write a report on an aspect of an clinical care scenario.
The report has to cover the following aspects
A brief summary of the clinical decisions made.
A discussion of the pathophysiology and pharmacology relevant to the episode of care
The importance of person-centred care and involving patients in their decisions around the planning and implementation of their care.
Discuss the relevance of health policy in relation to the case study.
Critical discussion and evidence to support or refute the decisions that were made
Evaluating the effect of the decision
POSTED ONAPRIL 11, 2022
Discuss the main patient population the nursing role will serve (school-aged children, etc).
Description Topic is Hospice RN… APA format 7th edition….Include headings (level one, in bold, and centered) and correctly formatted reference citations in-text and on the reference page. **** minimum of 4 references, scholarly sources (nursing journals, etc.) Use only web sources from .org, .edu, or .gov. Resources from .com sources are not acceptable and should not be included.***minimum of 3.5 pages*** Introduction to Paper (10%) Begin the paper with an introduction to the topic, briefly stating what will be covered in the purpose statement such as The purpose of this paper is……….. Educational Background, licensing, certification required and experience needed for the role (20%) Discuss the required educational background (BSN, MSN, etc ) additional licenses/certification needed, (PHN, etc) exams for licensing/certifications, and specific nursing experience expected (years of experience as an RN). The patient population served including the setting/environment (20%) Discuss the main patient population the nursing role will serve (school-aged children, etc). Approximately how many specific patients/clients will the nurse reach? What are the setting (school, clinic, etc) and main environment for serving the population? Professional duties of the role, including additional professionals who may be part of the interdisciplinary team (20%) Discuss the main duties of the nurse role and other healthcare professionals (social worker, etc) who may collaborate/partner with the nurse providing care/services to the patient/client population. Importance of the role and projected need for the future (20%) Project ahead approximately 5-10 years and discuss the importance of the role as an advocate and the projected needs of the population in the future. Include actual data from the US Bureau of Labor Statistics, including the state of California. Conclusion/Summary (5%) Finish the paper with a summary of what was covered and a conclusion with any additional thoughts and insight gained on the nursing role.
POSTED ONAPRIL 11, 2022
Describe and critically evaluate the role of learner attributes and academic outcomes.
Topic: Describe and critically evaluate the role of learner attributes and academic outcomes.
Must include all of the readings below: (and need more than 25 references)!!
Essential reading:
The impact of non-cognitive skills on outcomes for young people. Education Endowment Foundation (2013).
Personality
Papageorgiou, K. A., et al (2020). Personality, behavioural strengths and difficulties and performance of adolescents with high achievements in science, literature, art and sports. Personality and Individual Differences, 160, https://doi.org/10.1016/j.paid.2020.109917
Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2011). The Contribution of Personality Traits and Self-efficacy Beliefs to Academic Achievement: A Longitudinal Study.” British Journal of Educational Psychology 81, 78–96. doi:10.1348/2044-8279.002004
Laidra, K., Pullmann, H., & Allik, J. (2007). Personality and Intelligence as Predictors of Academic Achievement: A Cross-sectional Study from Elementary to Secondary School.” Personality and Individual Differences 42, 441–451. doi:10.1016/j.paid.2006.08.001
Motivation
Meece, J., Anderman, E., & Anderman, L. (2005). Classroom goal structure, student motivation and academic achievement. Annu. Rev. Psychol. 57, 487–503 doi: 10.1146/annurev.psych.56.091103.070258
Hu, X., & McGeown, S. (2020). Exploring the relationship between foreign language motivation and achievement among primary school students learning English in China. System. https://doi.org/10.1016/j.system.2020.102199
Lepper, M.R., Henderlong Corpus, J., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology 97, 184–196
Mental toughness
Li, C., Zhang, Y., Kaur Randhawa, A., Madigan, D. J. (2020). Emotional exhaustion and sleep problems in university students: Does mental toughness matter? Personality and Individual Differences, 163, https://doi.org/10.1016/j.paid.2020.110046
McGeown, S. P. St.Clair-Thompson, H., & Putwain, D. W. (2017). The developmental and validation of a mental toughness scale for adolescents (MTS-A). Journal of Psychoeducational Assessment. https://doi.org/10.1177%2F0734282916673512
McGeown, S.P., Putwain, D. W. St.Clair-Thompson, H., & Clough, P. (2017). Understanding and supporting adolescents’ mental toughness in an education context. Psychology in the Schools, 54, 196-209. https://doi.org/10.1002/pits.21986
Writing Essays in Child Psychology
These are general points that any good academic research essay should follow.
Structure: essays should make an argument: your essay should have a point and reach a conclusion, even if tentative, and you should try to convince the reader that your point is correct. This is the most important single point in writing a good essay. It will help you make it well organized, and well-written. Clarity of thought, and argument, provides the necessary basis for clear writing style. Thus, just like making a legal case in the courtroom, you follow a logical progression, using data or evidence to support each step of your argument, until you reach a logical conclusion.
The Introduction should introduce so that the reader is clear about the topic and where you are going to take them. Avoid going into detail about the content, but give a general indication of it and the elements that will make it up. Readers should be able to guess an essay title from the Introduction.
The main body of the essay should follow a logical progression so that the reader has a sense of being led through your reasoning. Avoid writing about different aspects in a random order. Write out the different aspects or sub-topics that will make up the main body on different pieces of paper. Then arrange them in the most logical order to guide you in creating a coherent line of reasoning, linking your paragraphs. Write as though for a ‘naïve’ reader – that is, someone who is not familiar with the topic. Do not write for the tutor, because you will tend to assume they already know what you are writing about! This tends to result in a very incoherent essay.
What counts as a good argument, or a solid conclusion? There is room for considerable creativity here, depending on the topic. It is easier to say what does not count as a good conclusion. For example, you should never just review a study or studies, and conclude that “more work is necessary”. More work is always necessary, and YOUR work in this essay is to reach a more substantive conclusion than that. A description of some research studies with no substantive conclusions does not make a good essay, however accurate.
Evidence: It is important to back up each main point that you make with evidence. Don’t just cite the study, but briefly describe its key result(s) in a sentence or two, and explain, explicitly, why this supports your point. Any statements of non-obvious fact (e.g. “toddlers engage in pretend play”, or “teachers can be attachment figures”) should be followed by a reference (even if only to a textbook).
Each claim should be cited at the appropriate place in the argument (and not repeated excessively in other less appropriate places). Avoid unnecessary study information. Don’t describe all the details of any study, only those that are relevant to the question you are addressing. But do give enough for the key studies to persuade the reader of the robustness of your point.
On the other hand, ALWAYS cite relevant data. If something is relevant to your point, you must cite it (even if it goes against your argument!). Finally, don’t say “This intervention appeared to have an effect” – either there was a recognisable effect or there was not and the study discussion or conclusion would make that clear.
Proof: Do not say “the researchers proved that …” Quantitative research uses statistical analysis to find out the mathematical probability or likelihood that there was an effect of their experiment or study, (e.g., a reading intervention), and not caused by other factors such as skewed sampling or varying test conditions. The likelihood may be very high but it is never certain. So in general, we say ”results indicated/showed that .. “. !!!
Critical analysis: Being critical means carefully examining the factual basis for a statement. Just criticizing a study (e.g. for only looking at one age group or using a particular methodology) does not demonstrate a critical attitude. Part of psychology as a science is separating the crucial from the incidental factors, and criticizing incidentals is worse than saying nothing at all. Being overcritical about irrelevant issues is as bad as (maybe worse) than being uncritical.
So for example, using a technique that is not perfect, or using a single test age group, etc., are not valid targets of strong criticism. They may be points to be brought up in considering the implications of a study, but they are not “flaws”. Flaws include critical things left uncontrolled, poorly-described methods, incorrect hypotheses, vague research questions, elements overlooked that suggest the results presented do not show what the researchers claim they show. Thinking of alternatives that can explain the observed data in a different way is one of the most creative aspects of psychological research, and can be challenging and fun.
Avoid such tropes as “it is believed that” or “scientists believe”. Or (perhaps worse) “the general consensus seems to be…” (Science is not a popularity contest!) Say instead, “Frith (1996) {claimed (particularly if you don’t agree)/showed (particularly if you do)/suggested (if it is a hypothesis)} that x”. If it is you making the argument, just say “I suggest” (don’t say “this paper suggests”). Other useful words are ‘maintained that’, ‘proposed that’, ‘posited that’, ‘considered that’, ‘speculated that’.!!!!
Presentation: It makes a difference to the marker’s reading if your essay is well presented.
Use 12 point font and some spacing (1.5 is fine). Make it clear where paragraphs begin and end. A space is the clearest way rather than an indent.
In a 3000 word essay it is really helpful to the reader if there are sub-headings. It helps to make the overall structure clearer. It should also help you while you are writing.
Give the full essay title. As the marker is reading, they are checking back to see if you are answering the question so having the full title on the script helps. It should also help you while you are writing.
Keep sentence structure simple and clear (avoid run-on sentences). Avoid colloquial or informal expressions “a lot of”, “to try and see what is best”, or hyperbole (“this fabulous and amazing study”). Do not use technical terms unknown to a general reader without definition/explanation. Terms like “metarepresentation”, “phoneme” or “intentionality” have technical uses that need to be concisely defined.
References: The first time you refer to a set of authors, give all names unless there are six or more. E.g. “Baron-Cohen, Leslie and Frith (1983) conducted a study ” If you refer to them again, you should then give just the first author’s name and et al. “Baron-Cohen et al. further found that ….”. If there are six or more authors you can just say “Baron-Cohen et al. from the first time you refer to their paper.
Don’t cite something you haven’t read yourself directly (Sherif (1966) found that ..”. Instead say: “(Sherif (1966), as cited in Hogg et al)”. In the References list at the end, if you are citing something that you have not read yourself, give the entire reference, followed by (cited in Jones, 1978) and then give the full Jones (1978) reference just once in the alphabetical place in the References list:
Nesdale, D., & Flesser, D. (2001). Social identity and the development of children’s group attitudes, Child Development, 72, 506-517. (cited in Bennett and Sani (2004).
And then, at the appropriate place in the list:
Bennett, M., & Sani, F. (20024). The Development of the Social Self, Psychology Press, East Sussex.
A few common mistakes with scientific terms/words/abbreviations:
The abbreviation for et alia (which means “and others” in Latin) is et al. So you write (Jones et al., 1978). Do this only if there are two or more co-authors in addition to the primary author (so Jones and Smith 1978 is never Jones et al 1978)
E.g. means “for example”. I.e. means “that is”.
“Data” are plural. “The data are consistent with…”. The singular term, “datum” is rarely used – instead we discuss a single “data point”
“Criterion is” singular, “criteria are” plural (thus “the criteria are”). Same with phenomenon (singular) vs phenomena (pl).
Hyperbolic terms like “huge”, “amazing”, “vast” , and “incredible” and punctuation like “!” very rarely have a place in scientific writing.
The “work” of some scientists generally refers to their life’s work or some subset of it, and thus more than a single paper. If you want to discuss one paper, call it a “study”.
Replication: a study is an “attempt at replication” if they 1) use the same methods and “a replication” if they 2) get the same results. If they don’t get the same results it is a “failure to replicate”. If they don’t use the same methods (in broad outline) it is neither an attempt to replicate, nor a failure to replicate – it’s just a different study.
Do not have too many quotes. Do not have overly long quotes. If you do quote, give the reference and date + page number.
Singular possessives are formed by adding -‘s (a single girl’s book). The possessive of a regular plural (with -s) is formed by adding the apostrophe after the s: “all the girls’ books”. But irregular plurals (like person/people) just take the -‘s: “The People’s Party”; the children’s books.
Example References:
Journal Article: Fitch, W. T., & Hauser, M. D. (2004). Computational constraints on syntactic processing in a nonhuman primate. Science, 303, 377-380.
Book: Byrne, R. W. (1995). The Thinking Ape: Evolutionary Origins of Intelligence. Oxford: Oxford University Press.
Book Chapter: Fitch, W. T. (2005). Computation and Cognition: Four distinctions and their implications. In A. Cutler (Ed.), Twenty-First Century Psycholinguistics: Four Cornerstones (pp. 381-400). Mahwah, New Jersey: Lawrence Erlbaum.
PLEASE NOTE – References in the text must match the REFERENCES list exactly!
Marking Criteria
POSTED ONAPRIL 11, 2022
Drawing upon your recent experience of teaching, justify their application to two critical instances in the classroom that have impacted on your understanding of children’s progression in, and /or barriers to learning.
Description
You are required to critically evaluate 2 theories of learning introduced during the module. Drawing upon your recent experience of teaching, justify their application to two critical instances in the classroom that have impacted on your understanding of children’s progression in, and /or barriers to learning.
POSTED ONAPRIL 11, 2022
How has the socio-political environment influenced both British and Arabic literature as experienced in Naguib Mahfouz’s Children of the alley and Linsey Hanley’s Estates?
Title The socio-political effect on both British and Arabic literature as illustrated by Naguib Mahfouz’s Children of the alley and Linsey Hanley’s Estates.
Research question How has the socio-political environment influenced both British and Arabic literature as experienced in Naguib Mahfouz’s Children of the alley and Linsey Hanley’s Estates?
Context and background The work of literature is often relatable to the prevailing conventional political and socio-economic events as explained by D’haen (2011). This implies that any work of literature is partly a product of the sociological and political environment as it is based on what is observed or felt. The majority of authors draw literary inspirations from their personalities which are often influenced by their immediate environments (D’haen, 2011). According to Miller (2020), politics and social activities form a major part of such surroundings and as such, writers are greatly affected by the ongoing socio-political activities. The popular literary movements, for instance, are highly associated with dominant trends in society with a significant impact being observed in the social sphere (Miller, 2020). Through artistic prowess and abilities, authors have used literature to advocate for changes in society and therefore, literature contributes significantly to social reforms as reported by numerous authors (Tiruneh, 2014). On the other hand, literature has been shaped by the social activities occurring in society as seen from the literary eras that are characterised by specific themes or styles associated with given historical events (Tiruneh, 2014). Therefore, the socio-political environment and literature have a symbiotic relationship that makes them complement each other.
Primary source(s) outline
The current research is set to generally address the influence of the socio-political environment on literature and specifically analyse how social and political activities affected British and Arabic literature. In light of the above objective, the research will be guided by the insights from Naguib Mahfouz’s Children of the alley and Linsey Hanley’s Estates which will be used as the primary sources for the study. Together, the two sources will portray how the socio-economic environment and politics influence the discourse of literature. The decision to include the two novels as the primary source of literature for the study is based on their precise presentation on the relationship between literature, external environment, and social reforms. They show how socio-political factors transform the intuition of an author and in the end, inspire their literary work. The sources will be searched for common themes that concern the impact of socio-political environments on literature transformation as expressed by the two authors.
In Linsey Hanley’s Estates, Hanley provides an overview of how the mind and perception of an author can be greatly impacted by the prevailing social or political topics in society. Being a homeowner herself, Hanley challenges the consequences of homeownership based on her observations of how the plan advances social segregations and injustices in British society (Hanley, 2012). Ideally, she proves that sociological and political environments surpass individual interests when it comes to influencing the perception of an author, and therefore, her novel offers a valuable concept to the current research concerning the influence of external factors on literature.
Naguib Mahfouz on his part further delves into Egyptian social politics and authors the novel “Children of the Alley” which transformed Arabic literature (Igbaria, 2020). His novel opens a new chapter on the identity crisis in Egypt which is a major characteristic of post-revolution Egypt. Afridi (2012) further notes that Naguib’s work inspired the Arabic literature to address the social shortcomings in modern postcolonial Egypt, especially on the socio-political dimensions. The inclusion of the above novel as the research primary source will also show how politics and socio-economic activities influence Arabic literature. In particular, Mahfouz expresses how social vices in society influence the thinking of writers who opt to address the issue through their art (Igbaria, 2020). In the long run, the style of writing and the entire literature discourse of the region is changed into reflecting what society is undergoing. In summary, the inclusion of the above two sources in the research will provide an overview of the remarkable transformation of both British and Arabic literature as occasioned by their respective socio-political environments.
Structure
· Abstract
This section will provide an overview of the project objectives, methodology, results, and conclusion.
· Introduction to the study
The research project will be introduced in terms of its purpose and relevance.
· Background information
The section provides an overview of the topic under study both internationally and locally.
· Problem statement
The section will justify the importance of studying the research question
· Research objectives
· Research question
· Literature Review
The literature review will provide an in-depth scholarly reflection of the topic and insights from other authors concerning the research question
· Summary and research gap
A summary of the existing literature on the topic and research gap identified.
· Research methodology
The methodology chapter will outline the design and approach that will be used in the study. It will highlight how data will be sampled and collected.
· Data analysis, representation, and presentation
Once data is collected, this chapter will document how it will be analysed, interpreted, and presented to the target audience.
· Summary of findings, conclusions, and recommendations
Results will be summarised, and a conclusion is drawn in this section. Based on the results, recommendations will also be made.
· References
List of all sources used in the study.
10 key sources (bibliography format) Al-Musawi, M.J., 2003. The postcolonial Arabic novel: debating ambivalence. Leiden: Brill.
Buettner, R. and Buettner, K., 2016. A systematic literature review of twitter research from a socio-political revolution perspective. In Proceedings of 2016 49th Hawaii International Conference on System Sciences (HICSS), pp. 2-10. Hawaii, Kauai.
Hanley, L., 2012. Estates: an intimate history. London: Granta Books.
Igbaria, K., 2020. Arab Spring Revolutions throughout modern Arabic poetry. Asian Journal of Humanities and Social Studies, 8(4), pp.142-153.
Imran, M. and Chen, Y., 2020. Arab women’s activism and socio-political transformation: unfinished gendered revolutions. British Journal of Middle Eastern Studies, pp.1-2.
Mahfouz, N. and Maḥfūẓ, N., 1996. Children of the alley. Hamburg: Anchor.
Mason, H., 1984. The founding of modern European literary criticism part III: Rapin’s critical reflections on modern poetry. The Cambridge Quarterly, XIII(2), pp.93-128.
Scuzzarello, S. and Carlson, B., 2018. Young Somalis’ social identity in Sweden and Britain: the interplay of group dynamics, socio-political environments, and transnational ties in social identification processes. Migration Studies, 7(4), pp.433-454.
Turnheim, B. and Geels, F., 2012. Regime destabilisation as the flipside of energy transitions: lessons from the history of the British coal industry (1913–1997). Energy Policy, 50, pp.35-49.
Valassopoulos, A., 2008. Contemporary Arab women writers. London: Routledge.
Wright, M. and Bloemraad, I., 2012. Is there a trade-off between multiculturalism and socio-political integration? Policy regimes and immigrant incorporation in comparative perspective. Perspectives on Politics, 10(1) pp.77-95.
Work schedule
Proposal Writing, Proposal submission, Supervisor’s feedback on proposal.
Betwe Meeting the supervisor,
Begin writing the Dissertation/project.
Research on library and Dissertation/project writing.
Conducting the study and writing the Dissertation/project.
2
Dissertation draft hand-in and correction.
Final draft submission and correction.
Submission of final project.
Deadline
Include draft hand ins, meeting with supervisors, time for editing and proofreading, time to research/go to libraries, time for writing etc.
References
Afridi, M., 2012. Modern Postcolonial Intersections: Hamid, Mahfouz, and Pamuk. [Online] Available at: https://link.springer.com/chapter/10.1057/9781137039545_2 [Accessed 10/11/2021].
D’haen, T., 2011. The Routledge concise history of world literature. Hoboken: Taylor & Francis.
Miller, S., 2020. Sociopolitical action, ethics, and the power of literature. Philosophy & Social Criticism, 21(3), pp.93-110.
Tiruneh, G., 2014. Social revolutions. SAGE Open, 4(3), p.215824401454884.
POSTED ONAPRIL 11, 2022
How do rational individuals decide what to buy?
Coursework Brief: Please answer ONE of the following questions.
IMPORTANT INFORMATION FOR STUDENTS RESITTING THIS TASK. YOU MUST NOT ATTEMPT THE SAME QUESTION AS ON THE PREVIOUS ATTEMPT. PLEASE SELECT ONE OF THE OTHER THREE QUESTIONS[1].
The word count guideline is 1750 words.
How do rational individuals decide what to buy?
Explain how microeconomics provides answers to this, outlining key insights from microeconomics theory on Rational Consumer Choice.
Why might optimal choices vary between individuals?
Why might optimal choices change over?
With respect to parts b) and c), provide interesting illustrative example(s) to compare and contrast different outcomes under different scenarios.
How do individuals decide how much they are willing to pay for insurance?
Explain how microeconomics provides answers to this, outlining key insights from microeconomics theory on Choice under Uncertainty.
How and why might an individual’s attitude to risk affect this decision?
How and why might an individual’s life situation (e.g. age) affect this decision?
With respect to parts b) and c), provide interesting illustrative example(s) to compare and contrast different outcomes under different scenarios.
How do firms decide the best combination of labour and capital in production planning?
Explain how microeconomics provides answers to this, outlining key insights from microeconomics theory on Production and Costs.
Why might optimal use of capital and labour vary between firms?
Why might optimal use of capital and labour change if a new production process is invented?
With respect to parts b) and c), provide interesting illustrative example(s) to compare and contrast different outcomes under different scenarios.
PLEASE READ THE INSTRUCTIONS FOR COMPLETION AND SUBMISSION OF ASSIGNMENT
Instructions:
Please consult the ASSESSMENT CRITERIA before starting your assignment.Your work will be marked based on these criteria.
Please read the question(s) carefully, answer them in a formal and concise manner but include all the logical steps you have taken to answer the question. This would allow you to get partial marks where it is appropriate.
Make sure your answer is written in a full and coherent manner, i.e. write in proper sentences (not notes!) with correct grammar and spelling.
This is a technical exercise. The assessor is looking for clear, insightful microeconomics analysis.
Use appropriate models and diagrams and make sure the models are clearly explained and the diagrams are drawn carefully and correctly labelled (axes, points, curves, etc.)
Make sure you refer to your model or diagram in your explanation in the text of your answer.
There is no right answer. Your task is to provide a suitable and well annotated microeconomics analysis, with illustrations and full explanation.
Be as creative as you can in your use of illustrations and examples. These illustrations and examples should have a real world aspect and illustrate actual outcomes as they apply to people/firms.
You must submit your assessment electronically on My Beckett using the Turnitin icon
This assessment is worth 50% of the marks for the module
The word count guideline is 1750 words. The School policy is +/- 10% of recommended word limit. This does not include diagrams, front page, reference/ bibliography /annex materials.
You should only use Harvard referencing, where appropriate; websites referred to must be properly referenced.
The text of your assessment must be displayed using a 12-point (or larger) Arial or Verdana font and with a line spacing of at least 1.5.
All parts of the question must be answered.
Your answer will be evaluated on the following ASSESSMENT CRITERIA:
Use of appropriate microeconomic concepts/theory, including technical clarity of explanations, including technical precision
Applicability, appropriate use, presentation, clarity and precision of diagrams
Creative use of illustrations and examples to show interesting alternative scenarios based on real world outcomes
Narrative, including flow and direction: have you answered the set question?
2021/22 SEMESTER 1
MODULE TITLE: Intermediate Microeconomics
TITLE OF ASSESSMENT: Assessment 2, RESIT Coursework 2
LEVEL: 5
COURSE(S): BABUE; BEAFN
SUBMISSION BY STUDENTS:
SUBMISSION LOCATION: On the MyBeckett module page using the Turnitin icon
ASSESSOR(S):
—————————————————————————————————————-
Coursework Brief:
Please answer ONE of the following questions. The word count guideline is 1750 words.
IMPORTANT INFORMATION FOR STUDENTS RESITTING THIS TASK. YOU MUST NOT ATTEMPT THE SAME QUESTION AS ON THE PREVIOUS ATTEMPT. PLEASE SELECT ONE OF THE OTHER THREE QUESTIONS[2].
Cournot, Stackelberg and Bertrand models describe market outcomes in an industry with two rival duopolists. Explain the insights of these models, focussing on outcomes for firms and consumers, compared to the standard competitive and monopoly outcomes.
A representative firm has two factor inputs, capital and labour. Explain the derivation of the firm’s demand curve for labour and explain how changes in (a) product demand and (b) production technology shift this curve, examining implications.
Coase’s theorem suggests that externality problems can be solved by negotiation between affected parties. Explain when and how this might reasonably hold and examine scenarios where more coercive measures might be needed.
Public goods pose fundamental problems in terms of how much to provide and “who pays?” Explain how economics provides answers to these questions and how these might be put into practice.
PLEASE READ THE INSTRUCTIONS FOR COMPLETION AND SUBMISSION OF ASSIGNMENT
Instructions:
Please consult the ASSESSMENT CRITERIA before starting your assignment.Your work will be marked based on these criteria.
Please read the question(s) carefully, answer them in a formal and concise manner but include all the logical steps you have taken to answer the question. This would allow you to get partial marks where it is appropriate.
Make sure your answer is written in a full and coherent manner, i.e. write in proper sentences (not notes!) with correct grammar and spelling.
This is a technical exercise. The assessor is looking for clear, insightful microeconomics analysis.
Use appropriate models and diagrams and make sure the models are clearly explained and the diagrams are drawn carefully and correctly labelled (axes, points, curves, etc.)
Make sure you refer to your model or diagram in your explanation in the text of your answer.
There is no right answer. Your task is to provide a suitable and well annotated microeconomics analysis, with illustrations and full explanation.
Be as creative as you can in your use of illustrations and examples. These illustrations and examples should have a real world aspect and illustrate actual outcomes as they apply to people/firms.
You must submit your assessment electronically on My Beckett using the Turnitin icon
This assessment is worth 50% of the marks for the module
The word count guideline is 1750 words. The School policy is +/- 10% of recommended word limit. This does not include diagrams, front page, reference/ bibliography /annex materials.
You should only use Harvard referencing, where appropriate; websites referred to must be properly referenced.
The text of your assessment must be displayed using a 12-point (or larger) Arial or Verdana font and with a line spacing of at least 1.5.
All parts of the question must be answered.
Your answer will be evaluated on the following ASSESSMENT CRITERIA:
Use of appropriate microeconomic concepts/theory, including technical clarity of explanations, including technical precision
Applicability, appropriate use, presentation, clarity and precision of diagrams
Creative use of illustrations and examples to show interesting real world examples
Narrative, including flow and direction: have you answered the set question?
[1] Attempting the same question again will automatically result in a mark of zero. Please speak to your tutor if you are confused.
[2] Attempting the same question again will automatically result in a mark of zero. Please speak to your tutor if you are confused.
POSTED ONAPRIL 11, 2022
What are 3 ways multi-factor authentication could increase the strength of your systems security (computer, phone, etc.)?
Description
In Chapter 2 ( https://ihatefeds.com/No.Starch‑2020‑Foundations.of.Information.Security.pdf) we’ve looked at various ways of identifying and authorizing on our systems. As before, please discuss the following in a (SINGLE .PDF DOCUMENT):
1. What are 3 ways multi-factor authentication could increase the strength of your systems security (computer, phone, etc.)? Include 3 types of multi-factor authentication and how these would help or not. 2. Devil’s advocate: Please discuss 2 reasons why a multi-factor authentication solution may not be successfully adopted in an organization?
POSTED ONAPRIL 11, 2022
Discuss the effect of the tax policy on consumers and producers of a product of your choice.
Description PLEASE READ CAREFULLY AND LOOK AT THE ASSIGNMENT PROPERLY. 1. Food taxes intended to shift consumption towards a healthier diet are controversial. a) Use appropriate diagram(s) and examples to clearly explain how the government might use tax policy to reduce consumption of unhealthy food item. b) Discuss the effect of the tax policy on consumers and producers of a product of your choice. c) In your own words, provide arguments for or against food taxes designed to encourage healthy eating. 2. Using the model of scarcity and choice to: a) Illustrate and explain clearly how a student will choose between hours of study and free time. llustrate and clearly explain how improvement in study effectiveness might affect the choices in (a) above. Comment on other factors outside the model which might be important in determining such a choice two questions each question needs to be 1000 words give or take 10% Assessment CRITERIA: 1. Use of appropriate microeconomic concepts/theory, including technical clarity of explanations 2. Applicability, appropriate use of diagrams, clarity and precision of diagrams and explanations 3. Use of appropriate and relevant examples to show links from theory to real world outcomes to people and or firms 4. Narrative, Clarity, including flow and direction: have you answered the set question? The text of your assessment must be displayed using a 12-point (or larger) Arial or Verdana font and with a line spacing of at least 1.5. This is a technical essay. The assessor is looking for clear, insightful microeconomics analysis. • Use appropriate models and diagrams and make sure the models are clearly explained and the diagrams are drawn carefully and correctly labelled (axes, points, curves, etc.)
POSTED ONAPRIL 11, 2022
critically evaluate two theories of learning.
Description
To critically evaluate two theories of learning. Drawing upon your recent experience of teaching, justify their application to two critical instances in the classroom that have impacted on your understanding of children’s progress in, and/or barriers to learning.
